Can Online Learning Bend the Higher Education Cost Curve?

Deming, David; Goldin, Claudia; Katz, Lawrence F.; Yuchtman, Noam

doi:10.3386/w20890

Cited by 68 publications

(73 citation statements)

References 6 publications

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“…6 Deming, Goldin, and Katz (2012) define a school as "online" if no more than 33 percent of its students are from a single US state. In this paper we follow Deming et al (2015) in using direct survey questions about distance education that IPEDS began asking in 2012. IPEDS data are collected at the campus level, so we can separate "University of Phoenix-Online Campus" from the other brick-and-mortar branches, for example.…”

Section: Background and Prior Researchmentioning

confidence: 99%

“…1 For-profits also have been major contributors to the emerging market for online education and have driven a rapid increase in online enrollment (e.g., Deming et al 2015). The 23 largest for-profit institutions, owned by publicly traded companies and offering postsecondary degrees entirely online, enrolled more than 1.1 million students in 2012 and accounted for nearly 20 percent of the growth of US bachelor's degrees (BAs) from 2002 to 2012.…”

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confidence: 99%

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The Value of Postsecondary Credentials in the Labor Market: An Experimental Study

Deming

Yuchtman

Abulafi

et al. 2016

American Economic Review

Self Cite

198

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We study employers ' The large increase in the US college wage premium since 1980 strongly suggests that the supply of educated labor has not kept pace with its demand (Goldin and Katz 2008; Autor 2014). One impediment is that inflation-adjusted state funding of postsecondary education has stagnated since the mid-1990s and declined substantially in the last decade. The result is higher net tuition and fees for college students in public institutions (Baum and Ma 2014). Somewhat counteracting that trend is a marked increase in the generosity of federal Title IV financial aid. The for-profit sector has taken advantage of federal government largesse, as well as the increased demand for educated workers, to enlarge its presence in the postsecondary education market. For-profit colleges offer highly structured programs at convenient times and formats, and many have argued-at least going back to Freeman (1974)-that the for-profits respond more rapidly to changing employer demands than do public sector schools. For-profit institutions have expanded recently in fast-growing areas such as health and information technology.

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Section: Background and Prior Researchmentioning

confidence: 99%

mentioning

confidence: 99%

The Value of Postsecondary Credentials in the Labor Market: An Experimental Study

Deming

Yuchtman

Abulafi

et al. 2016

American Economic Review

Self Cite

198

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“…One out of three students now takes at least one course online during their college career, and that share has increased threefold over the past decade (Allen and Seaman 2013). The promise of cost savings, partly through economies of scale, fuels ongoing investments in online education by both public and private institutions (Deming et al 2015). Nonselective and for-profit institutions, in particular, have aggressively used online courses.…”

mentioning

confidence: 99%

Virtual Classrooms: How Online College Courses Affect Student Success

Bettinger

Fox

Loeb

et al. 2017

American Economic Review

319

203

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Online college courses are a rapidly growing feature of higher education. One out of three students now takes at least one course online during their college career, and that share has increased threefold over the past decade (Allen and Seaman 2013). The promise of cost savings, partly through economies of scale, fuels ongoing investments in online education by both public and private institutions (Deming et al. 2015). Nonselective and for-profit institutions, in particular, have aggressively used online courses.In this paper we estimate the effects of taking a college course online, instead of in a traditional in-person classroom setting, on student achievement and progress in college. We examine both mean effects and how online courses change the distribution of student outcomes. While online course-taking is both prevalent and growing, there remains relatively little evidence about how taking a course online, instead

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“…Research suggests that online technologies could help reduce costs over time (Deming et al, 2015). For a small educational technology organization like Siyavula, bending the cost curve is tougher than it is for higher education institutions.…”

Section: A Platform Of This Kind Requires a Lot Of Technology Investmmentioning

confidence: 99%

“…The literature reveals the need to develop a sustainable OER system, emphasizing the need for cost benefit analysis in OER projects (Annand, 2015;Hannon, Huggard, Orchard & Stone, 2014;Olcott, 2012;Deming, Goldin, Katz & Yuchtman, 2015).…”

Section: Quality and User-generated Contentmentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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Can Online Learning Bend the Higher Education Cost Curve?

Cited by 68 publications

References 6 publications

The Value of Postsecondary Credentials in the Labor Market: An Experimental Study

The Value of Postsecondary Credentials in the Labor Market: An Experimental Study

Virtual Classrooms: How Online College Courses Affect Student Success

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

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